Untangling the tangled bank: Toward a unitary pedagogy of nature

Craig N. Gemmell (2006)

This series of extended narratives considers the principles and effectiveness of formal education about nature. Using personal experiences in formal and informal educational settings, the author advocates for a unitary pedagogy about nature. This pedagogy draws together direct experience in the field with vicarious experience gained through a consideration of a spectrum of scientific and humanities literatures. After exploring why the deep structures and theoretical principles of academe generally limit the use of literature and science in a single classroom, the author reflects on his own attempts at interdisciplinary teaching about nature and uses the lessons he learns from this teaching to offer guiding principles for Academic Environmental Studies.